Preschool Classroom Libraries in Turkey
Are They Used to Support Early Mathematics Skills
Bibliographic Data
| ID | 22049129 |
|---|---|
| Authors | Michele L Stites (0000-0003-0343-4595, University of Maryland, Baltimore, corresponding author), Hatice Gürsoy (0009-0004-8784-1351, University of Maryland, Baltimore), Aysegul Akinci Cosgun (0000-0001-7195-5160, Aksaray University), Susan Sonnenschein (0000-0001-7898-2882, University of Maryland, Baltimore) |
| Year | 2022 |
| Volume | 12 |
| Issue | 6 |
| Pages | 387 |
| Publication date | 2022-06-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12060387 |
| OpenAlex | W4281721002 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers’ confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children’s mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting
Mathematics education · Pedagogy · Turkish · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Computer Science · Education and Technology Integration · Psychology
Home numeracy experiences and children’s math performance in the early school years.
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States
Mathematics Learning Opportunities in Preschool
Differences in the complexity of math and literacy questions parents pose during storybook reading
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
Antecedents and consequences of young children's interest in mathematics
Books Make a Difference
Preschool children's mathematical knowledge
School readiness and later achievement
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |